2019 Special Education Advisory ry Committee (SEAC) Report Justin M. Caron, SEAC Chair June 5, 2019
2019 SEAC Report Overview • This year’s SEAC report is an accurate reflection of the committee’s interactions with our constituents, partners in the community servicing special needs students, and the Office of Special Education (OSE). • Herein, SEAC provides the School Board members, OSE, and the community a highlight of the committee’s accomplishments from the 2018-19 school year and recommendations for 2019-20 school year. • Our goal is to partner with you to continue to make improvements in the lives of the students with special needs in Prince William County Public Schools (PWCS). 2
Accomplishments fr from 2018-19 Report Recommendations • For Independence Nontraditional School, appropriate funding and support should continue to be monitored and ultimately provided. Progress: Independence Nontraditional School opened successfully with the required funding and staff. • Increase school administrators’ working knowledge of Individualized Education Programs (IEPs) and Section 504 similarities and differences, as well as legal requirements. A detailed explanation of these two options from a student and parent perspective should be provided by PWCS and distributed in a variety of ways. Progress: Training in the differences between the 504 and IEP process has occurred for the staff who supervise special education, as well as through events such as “Parents as Partners,” the Parent Resource Center, and Circle of Support. 3
Accomplishments fr from 2018-19 Report Recommendations • A more detailed and specific explanation of the eligibility meeting process should be created and distributed to parents and students in multiple languages prior to eligibility meetings taking place. Progress: The “Parents as Partners” packet is under development and will be distributed beginning in the fall of 2019. This packet will contain information to assist parents with the journey through special education. It will include eligibility information, as well as many other topics and resources. • Removal of site tours from SEAC responsibility (removed the reference of site tours from the SEAC website late 2017). • Completion of a thorough review, discussion, and consideration of the 2017-18 OSE external audit (see Annual Topic Areas for progress). 4
Accomplishments fr from 2018-19 Report Recommendations (c (continued) • It is recommended that the OSE continue to address staffing in order to ensure that PWCS remains in compliance, to develop long-term plans to try to stay ahead of the growth within the county, and the increase in the number of students requiring special needs services. Progress: Regularly scheduled meetings occur between the OSE and the Office of Finance to ensure compliance with special education staffing requirements. • Adoption of identified improvements to the current site-based management methodology. Progress: There was a presentation at the beginning of the year to address site-based management where Keith Imon and Rita Goss, as well as other level associates, participated in a site-based management discussion. 5
2019 Top Pri riorities and Recommendations • Regular updates from the Superintendent and the Director of Special Education on progress made on the audit recommendations. • Prioritize the funding needed for the OSE to implement the recommended modifications and improvements. • Prioritize funding to secure additional licenses of TeachTown and additional components of the software to enable further implementation of the application within the special education student population. • Continue to ensure implementation/adoption of the 2017-18 audit recommendations for any changes/improvements/additional funding requirements in the assistive technology needs of PWCS students. 6
Top Priorities and Recommendations (c (continued) • Graduation requirement update trainings continue to be offered by the School Division outside of being placed in the Course Catalog. This information should especially be presented to all families with students who utilize an IEP and/or a 504 plan. This information can be disseminated through yearly IEP/504 plan meetings, one-on-one meetings with a school counselor, structured group meetings, and/or calls home to parents who are not able to access in-person trainings due to work schedules. • Prince William County Parks and Recreation and the OSE collaborate and partner as a means to provide potential after-school adapted activities for students, field trips to Parks and Recreation locations geared toward those with special needs, and potential therapeutic summer camp programs. 7
Top Priorities and Recommendations (c (continued) • Continued training of special education teachers in the Orton-Gillingham method with opportunities for follow-up and increased opportunities for teachers to attend the “Make It, Take It” workshop that supplies necessary materials. • More training about the nature and impact of dyslexia, deficits in phonological processing, and the most beneficial strategies. • Encourage collaboration between reading specialists and special education teachers, including opportunities for training workshops to develop best practices in reading instruction. 8
Acknowledgements SEAC would like to Office of Special Education • Dr. Michelle M. Roper, Director express their gratitude • Mary Jo Flood, Executive Secretary to the following PWCS • Cindy Carmina, Assistive Technology Coordinator • Rebecca Yellets, Supervisor staff, personnel, and • Rebekah Schlatter, Supervisor of Secondary Counseling community partners for and Student Support Services their time and support: Parent Resource Center • Rhonda Tabor, Parent Coordinator Student Learning and Accountability • Rita Goss, Associate Superintendent Prince William County Parks, Recreation, and Tourism • Tracy Hannigan, Deputy Director • Veronica Laughman, ADA Coordinator 9
2019 Special Education Advisory ry Committee (SEAC) Report Justin M. Caron, SEAC Chair June 5, 2019
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